Test One is worth 150 points.
Part one is a case study that you will analyze using the concepts in chapters 2- 4
This part is worth 70 points. You will need to be very clear and expressive in your responses. I will be asking you to identify the parts of a conversation using the terminology we have discussed in class. In addition, you will also give reasoning as to why you are using chosen terms. It is essential that I can see a clear reflection of your comprehension from the textbook.
Part two of the test will concern chapters 2- 4.
This part will be worth 80 points. This portion of the test will be comprised of matching, true or false, fill in the blank and/or multiple choice questions.
You will have approximately one hour to take part two on blackboard and receive part one in advance and send me your response via blackmail email at the time of the test.
Thursday, September 30, 2010
Persuasive Speech
You will take a journal article and analyze it for this speech. You will then come to your opinions. Proceed onto developing a persuasive presentation based on your OWN conclusions. JOURNAL ARTICLE DUE THURSDAY, OCT.14 IN CLASS!!!!!
You will use the following areas as your body:
Overview:
hypotheses
methods
results
strengths/ weaknesses
Your writing assignment will directly relate to this speech.
Attention getter (imagery, question...)
Introduction (citing the bibliographic info of the article)
preview: overview
body- experiment summarized/ paraphrased
Conclusion
review: overview
link back
Must have a powerpoint and maximum of three cue cards.
Introduction 10(attention getter, preview)
Body 30 (hypotheses, methods, results, strengths/ weaknesses)correct identification
Conclusion 10(review, link back)
time (variable)
powerpoint 15 ( thorough, cited )
physical attributes 25: speech, gestures
Overall, how well were you able to familiarize your audience to this material?? (10)
100 points possible
I will give a formal rubric prior to speech!!
You will use the following areas as your body:
Overview:
hypotheses
methods
results
strengths/ weaknesses
Your writing assignment will directly relate to this speech.
Attention getter (imagery, question...)
Introduction (citing the bibliographic info of the article)
preview: overview
body- experiment summarized/ paraphrased
Conclusion
review: overview
link back
Must have a powerpoint and maximum of three cue cards.
Introduction 10(attention getter, preview)
Body 30 (hypotheses, methods, results, strengths/ weaknesses)correct identification
Conclusion 10(review, link back)
time (variable)
powerpoint 15 ( thorough, cited )
physical attributes 25: speech, gestures
Overall, how well were you able to familiarize your audience to this material?? (10)
100 points possible
I will give a formal rubric prior to speech!!
Written Assignment
The written assignment is the essay accompanying your speech. It is an analysis of the journal article. It should demonstrate to you what the hypothesis is,who conducted it, where it occured and is relevant, why it was done, what the methods and results are summarized, and strengths/ weaknesses.
This essay will accompany the persuasive speech, as you will summarize and demonstrate this in the speech persuading your audience for or against the argument you conclude.
This essay MUST be in APA format with a bibliography!
Point breakdown:
Format: APA format 30
Correctly identifies:(50)
specific bibliographic citation,
correct research question or hypotheses,
correct methods,
clear results,
identify strengths/ weaknesses within the article,
how it contributes to interpersonal communication based on your opinion
Other:(20)
Demonstration of understanding by paraphrasing and summarizing
Corresponds smoothly with speech
Easily understood
100 points possible
This essay will accompany the persuasive speech, as you will summarize and demonstrate this in the speech persuading your audience for or against the argument you conclude.
This essay MUST be in APA format with a bibliography!
Point breakdown:
Format: APA format 30
Correctly identifies:(50)
specific bibliographic citation,
correct research question or hypotheses,
correct methods,
clear results,
identify strengths/ weaknesses within the article,
how it contributes to interpersonal communication based on your opinion
Other:(20)
Demonstration of understanding by paraphrasing and summarizing
Corresponds smoothly with speech
Easily understood
100 points possible
Group Project
The group speech is a collaborative project where groups are required to work togeter, analyze their group interactions, roles etc. and complete a specific task.
Group projects may include yet are not DEFINITELY limited to the following ideas: (Note: groups may not work on the same idea)
IDEAS DUE THURSDAY, OCT.14 IN CLASS IN FORM OF PROPOSAL!!! PROPOSAL SHOULD INCLUDE: THESIS STATEMENT, FIVE AREAS OF CONCENTRATION, WHERE YOU WILL BEGIN YOUR RESEARCH, POTENTIAL ROLES OF GROUP MEMBERS, AND TARGET AUDIENCE!!!
1. Reality show
2. Vacation package
3. Fairy tal adaptation
4. Newsprogram
5. Experiment
6. Advertising campaign
7. One act play- performed
8. Situation Comedy pitch
9. Network analysis
10.Game show
Requirements:
Must have at least 5 areas of depth.
Each member must contribute to the research and the presentation
Presentation must be at least 20 minutes in length
Group must conduct a survey based on their project online or on campus
Parts of project to be turned in.
Proposal- one copy from each group
Outline- one copy from each member about their part, one copy from group (whole)inluding survey.
Analysis- one copy from each member aka: final exam
Sample Proposal:
I. We want to create a household schedule to organize roles, limit spending, and lessen overall stress.
II. The five areas we will concentrate on are: budget, chores, activities/appointments, meal planning, and vacation.
III. We will begin my research by looking at magazines and online sites dedicated to family management.
IV.Alex will be the researcher, Sally will work on the format, Jane will be working specifically on the budget, Dave will work on meal planning, and Annie will start looking at vacation options.
V. The target audience is "busy moms and dads" with alot of family members to manage.
Group projects may include yet are not DEFINITELY limited to the following ideas: (Note: groups may not work on the same idea)
IDEAS DUE THURSDAY, OCT.14 IN CLASS IN FORM OF PROPOSAL!!! PROPOSAL SHOULD INCLUDE: THESIS STATEMENT, FIVE AREAS OF CONCENTRATION, WHERE YOU WILL BEGIN YOUR RESEARCH, POTENTIAL ROLES OF GROUP MEMBERS, AND TARGET AUDIENCE!!!
1. Reality show
2. Vacation package
3. Fairy tal adaptation
4. Newsprogram
5. Experiment
6. Advertising campaign
7. One act play- performed
8. Situation Comedy pitch
9. Network analysis
10.Game show
Requirements:
Must have at least 5 areas of depth.
Each member must contribute to the research and the presentation
Presentation must be at least 20 minutes in length
Group must conduct a survey based on their project online or on campus
Parts of project to be turned in.
Proposal- one copy from each group
Outline- one copy from each member about their part, one copy from group (whole)inluding survey.
Analysis- one copy from each member aka: final exam
Sample Proposal:
I. We want to create a household schedule to organize roles, limit spending, and lessen overall stress.
II. The five areas we will concentrate on are: budget, chores, activities/appointments, meal planning, and vacation.
III. We will begin my research by looking at magazines and online sites dedicated to family management.
IV.Alex will be the researcher, Sally will work on the format, Jane will be working specifically on the budget, Dave will work on meal planning, and Annie will start looking at vacation options.
V. The target audience is "busy moms and dads" with alot of family members to manage.
Mini App rubric correction
I have made a light change in the grading rubric for the mini apps that should facilitate better formatting and encourage you to visit the Writing Center.
10 pts for presentation:
- At least one minute in length
- Summarize the main ideas emphasizing the concept, situation, and what you learned.
15 pts for narrative (I want to fully understand how you interpret the concept, your situation in which it is being applied, and the connection you've made.)
15 pts for format: APA or MLA with proper documentation (intro- body- conclusion)
10 pts for critical thinking (I want to see a level of deep thought and engagement in which you show that you spent some time pondering and reflecting on this assignment.)
50 total points possible
10 pts for presentation:
- At least one minute in length
- Summarize the main ideas emphasizing the concept, situation, and what you learned.
15 pts for narrative (I want to fully understand how you interpret the concept, your situation in which it is being applied, and the connection you've made.)
15 pts for format: APA or MLA with proper documentation (intro- body- conclusion)
10 pts for critical thinking (I want to see a level of deep thought and engagement in which you show that you spent some time pondering and reflecting on this assignment.)
50 total points possible
Sunday, September 26, 2010
Mini apps clarified!!
Come up with an idea or question concerning one concept in your assigned chapter. This concept will likely appear in bold face. The answer the question or respond to the idea using critical thinking and self reflection based on the surrounding text concerning the concept and your personal experience. Make sure to use proper in- text citations and have a works cited page.
Your paper should do three things:
Introduction of the paper.
1. Present your concept and define it in your own words (likely paraphrasing the text- thus citing the text)
2. Present your personal experience, giving relevant details.
3. Synthesize the connection between your experience and the concept.
Conclusion of the paper.
Bibliography using the textbook and any other reference material used.
Paper should be 2-3 pages in length realistically.
Use the post about the rubric to ensure that you have completed all required criteria.
Your paper should do three things:
Introduction of the paper.
1. Present your concept and define it in your own words (likely paraphrasing the text- thus citing the text)
2. Present your personal experience, giving relevant details.
3. Synthesize the connection between your experience and the concept.
Conclusion of the paper.
Bibliography using the textbook and any other reference material used.
Paper should be 2-3 pages in length realistically.
Use the post about the rubric to ensure that you have completed all required criteria.
Thursday, September 23, 2010
chapter 4
Sorry this is up so late.... You will want to specifically focus on the objectives and the obstacles!! I will answer any other questions tomorrow in class!!!
Chapter 4 Notes:
Listening is the most frequently engaged in form of communication.
Listening objectives:
relational development and enhancement: directly or indirectly
gaining and comprehending information
critical listening: accuracy, details, clarity
enjoyment and appreciation: (music)
therapeutic: empathy, support
What objective resonates with you most? Why? (85-88)
Listening process:
hearing: passive, listening: active
receiving: physical reception
attending: focus on message
interpreting: assign meaning (multiple senses)
responding: reaction
What are the senses involved with listening, specifically interpreting? (90)
Engaged: making a personal connection with the source through mutual effort to attain deep level of communication (transactional), Relational: recognizing, understanding and addressing the interconnection of relationships and comm.
Disengaged listening: non participatory interaction
What are the instances that we are disengaged listeners? What might prompt this? (91-92)
Listening Obstacles: ineffective communication
environmental distractions: physical attributes
medium distractions: the technical barriers
source distractions: auditory or sensory issues of the source
factual diversion: too much attention to detail, lose main idea
semantic diversion: unfamiliar or negative content deters attention
content (representational) listening: literal listening
selective listening: focus on content that you prefer
egocentric listening: focusing on ourselves in an interaction rather than respondent
wandering thought: daydreaming
experiental superiority: close off listening due to feeling of superiority or prior possession of same content
status of the other: when rank, reputation or social status deters attention to their message
past experience with other: previous experiences affect listening
message complexity: too much information
Could this section be considered message complexity? How or why? (95-99)
Critical listening: process of analyzing and evaluating the accuracy, legitimacy, and value of messages
Elements: evaluations
plausability (legitimacy)
source (credibility, relevance)
argument (consistency- internally compliant, appropriately supported, adequately supported)
evidence (verifiability)
How often do we use these evaluations? When do we? Why do we? (100-104)
Fallacious Arguments: appear legitimate, but are faulty in reasoning and evidence
against the source: personal attack (ad hominen)
appeal to authority: using authority, credibility, or celebrity as support (spokesperson)
appeal to people – bandwagon: something is good because everyone agrees or uses it (public opinion)
appeal to relationships: definitions of relationships define expectations of behavior (roles, types)
Post hoc ergo propter hoc: cause and effect (premise- conclusion)
Cum hoc ergo propter hoc: simultaneous action determines coincidental action (superstition)
hasty generalizations: basing conclusions on single occurrences
red herring: diverting attention with another issue
false alternatives: when two options are presented, neither of which are accurate or appealing
composition and division fallacies: parts are same as whole (representative)
division fallacy: whole is the same as the parts
equivocation: ambiguous language usage
What are some examples of composition and division fallacies? Cum hoc ergo propter hoc? (109/106)
Chapter 4 Notes:
Listening is the most frequently engaged in form of communication.
Listening objectives:
relational development and enhancement: directly or indirectly
gaining and comprehending information
critical listening: accuracy, details, clarity
enjoyment and appreciation: (music)
therapeutic: empathy, support
What objective resonates with you most? Why? (85-88)
Listening process:
hearing: passive, listening: active
receiving: physical reception
attending: focus on message
interpreting: assign meaning (multiple senses)
responding: reaction
What are the senses involved with listening, specifically interpreting? (90)
Engaged: making a personal connection with the source through mutual effort to attain deep level of communication (transactional), Relational: recognizing, understanding and addressing the interconnection of relationships and comm.
Disengaged listening: non participatory interaction
What are the instances that we are disengaged listeners? What might prompt this? (91-92)
Listening Obstacles: ineffective communication
environmental distractions: physical attributes
medium distractions: the technical barriers
source distractions: auditory or sensory issues of the source
factual diversion: too much attention to detail, lose main idea
semantic diversion: unfamiliar or negative content deters attention
content (representational) listening: literal listening
selective listening: focus on content that you prefer
egocentric listening: focusing on ourselves in an interaction rather than respondent
wandering thought: daydreaming
experiental superiority: close off listening due to feeling of superiority or prior possession of same content
status of the other: when rank, reputation or social status deters attention to their message
past experience with other: previous experiences affect listening
message complexity: too much information
Could this section be considered message complexity? How or why? (95-99)
Critical listening: process of analyzing and evaluating the accuracy, legitimacy, and value of messages
Elements: evaluations
plausability (legitimacy)
source (credibility, relevance)
argument (consistency- internally compliant, appropriately supported, adequately supported)
evidence (verifiability)
How often do we use these evaluations? When do we? Why do we? (100-104)
Fallacious Arguments: appear legitimate, but are faulty in reasoning and evidence
against the source: personal attack (ad hominen)
appeal to authority: using authority, credibility, or celebrity as support (spokesperson)
appeal to people – bandwagon: something is good because everyone agrees or uses it (public opinion)
appeal to relationships: definitions of relationships define expectations of behavior (roles, types)
Post hoc ergo propter hoc: cause and effect (premise- conclusion)
Cum hoc ergo propter hoc: simultaneous action determines coincidental action (superstition)
hasty generalizations: basing conclusions on single occurrences
red herring: diverting attention with another issue
false alternatives: when two options are presented, neither of which are accurate or appealing
composition and division fallacies: parts are same as whole (representative)
division fallacy: whole is the same as the parts
equivocation: ambiguous language usage
What are some examples of composition and division fallacies? Cum hoc ergo propter hoc? (109/106)
chapter 3
Chapter 3 Notes:
Nonverbal communication is everything that communicates a message sans words.
Elements: kinesics (movement), proxemics (space), vocalics (voice), chronemics (time), haptics (touch)
What are some specific examples? What is backchannel comm, turn taking?(54/ 65-76)
Decoding: drawing meaning from an observation ( he smiles: “he is happy”), Encoding: sending meaning through nonverbal behavior ( I smile: “ I am happy”)
Where do we derive these meanings? (55)
Static: fixed elements of an interaction (furniture arrangement), Dynamic: changing elements of an interaction (posture)
How can these elements negatively affect an interaction? Positively affect it? (55-56)
Nonverbal guidelines:
symbolic: polysemic
rule guided: appropriateness of behavior
culturally bound: elements
personal: context
ambiguous: interpretative
less controlled: (leakage)
continuous: non- stop communication
What is “leakage”? Do you agree that non-verbal is less controlled than verbal comm? (60)
Nonverbal functions:
interconnects with verbal comm. (repeat, substitute, moderate, contradict, emphasize)
regulates interaction: how you are to behave and desired behavior of others (regulators- punctuate)
identifies others: identifiers
transmits emotional information: three kinds: attitudes about the other, attitude about the situation, attitude toward yourself (decode, encode) (elements)
establishes meaning: relationships develop
What are common identifiers? What are some examples of the ways we portray “attitudes”? (63-64)
Nonverbal communication is everything that communicates a message sans words.
Elements: kinesics (movement), proxemics (space), vocalics (voice), chronemics (time), haptics (touch)
What are some specific examples? What is backchannel comm, turn taking?(54/ 65-76)
Decoding: drawing meaning from an observation ( he smiles: “he is happy”), Encoding: sending meaning through nonverbal behavior ( I smile: “ I am happy”)
Where do we derive these meanings? (55)
Static: fixed elements of an interaction (furniture arrangement), Dynamic: changing elements of an interaction (posture)
How can these elements negatively affect an interaction? Positively affect it? (55-56)
Nonverbal guidelines:
symbolic: polysemic
rule guided: appropriateness of behavior
culturally bound: elements
personal: context
ambiguous: interpretative
less controlled: (leakage)
continuous: non- stop communication
What is “leakage”? Do you agree that non-verbal is less controlled than verbal comm? (60)
Nonverbal functions:
interconnects with verbal comm. (repeat, substitute, moderate, contradict, emphasize)
regulates interaction: how you are to behave and desired behavior of others (regulators- punctuate)
identifies others: identifiers
transmits emotional information: three kinds: attitudes about the other, attitude about the situation, attitude toward yourself (decode, encode) (elements)
establishes meaning: relationships develop
What are common identifiers? What are some examples of the ways we portray “attitudes”? (63-64)
chapter 2
Chapter 2 Notes:
Langue: formal grammar , Parole: informal usage
usage based on degrees of familiarity, relational assumptions, strict rules
Where do we use them? Why? (26)
Which is likely “low code” and “high code”? (40)
Polysemy: multiple meanings for the same word
determinants of intended meaning: context, interpretation (ambiguity), relationship
When can this run into problems for us? (27)
Frames:
Naming: distinguishes- contrasts, random (arbitrary- not intrinsically connected0
Sapir/ Whorf hypothesis: “you think what you can say”, verbal comm makes conceptual distinctions. Naming labels and distinguishes.
Do you agree?? why or why not?(29)
Meanings:
Denotative: blatant identification (literal)
Connotative: implied (relational- ambiguous)
Which is better? More social? (30)
Presentation: subjective perspective or version, Representation: objective factual information
How do these portrayals appear in society? Which is an “account”? Why? (35/45)
Talk in relationships:
instrumental function: to make something happen in the relationship
indexical function: indicate something about the relationship (hypertext)
essential function: creating relationship and defining it
How does hypertexting relate to the indexical function?
What is your impression of the “face” analogy (40)??
-Accomodation: adapting your speech to your audience to gain or confirm a connection
Convergence: moving toward the style of talk of the respondent
Divergence: moving away from the style of talk of the respondent
Why would we do either of these methods?
Narratives: organized story
Burke's Pentad: scene (where), agent (who), act (what happened), agency (how it happened), purpose (why, to what end: outcome)
Where do narratives occur? In society? What affects can they have?
What does culture, relationships, and context have to do with narratives?
How do narratives relate to accounts? (42-46)
Langue: formal grammar , Parole: informal usage
usage based on degrees of familiarity, relational assumptions, strict rules
Where do we use them? Why? (26)
Which is likely “low code” and “high code”? (40)
Polysemy: multiple meanings for the same word
determinants of intended meaning: context, interpretation (ambiguity), relationship
When can this run into problems for us? (27)
Frames:
Naming: distinguishes- contrasts, random (arbitrary- not intrinsically connected0
Sapir/ Whorf hypothesis: “you think what you can say”, verbal comm makes conceptual distinctions. Naming labels and distinguishes.
Do you agree?? why or why not?(29)
Meanings:
Denotative: blatant identification (literal)
Connotative: implied (relational- ambiguous)
Which is better? More social? (30)
Presentation: subjective perspective or version, Representation: objective factual information
How do these portrayals appear in society? Which is an “account”? Why? (35/45)
Talk in relationships:
instrumental function: to make something happen in the relationship
indexical function: indicate something about the relationship (hypertext)
essential function: creating relationship and defining it
How does hypertexting relate to the indexical function?
What is your impression of the “face” analogy (40)??
-Accomodation: adapting your speech to your audience to gain or confirm a connection
Convergence: moving toward the style of talk of the respondent
Divergence: moving away from the style of talk of the respondent
Why would we do either of these methods?
Narratives: organized story
Burke's Pentad: scene (where), agent (who), act (what happened), agency (how it happened), purpose (why, to what end: outcome)
Where do narratives occur? In society? What affects can they have?
What does culture, relationships, and context have to do with narratives?
How do narratives relate to accounts? (42-46)
Tuesday, September 21, 2010
Fall break...who knew!!
I have recently become aware that there is no classes on Oct. 12 for Fall Break. So, once again, I have had to make some alterations to the schedule. However, I think this is one that we will all be good with...
Course Schedule
9/21 Finish Speeches
9/23 No Class
9/28 Chapter 2
9/30 Chapter 3
10/ 5 Chapter 4
10/7 Review:--( Persuasive Speech review, final project discussion, and writing assignment)
Take Test online before your scheduled class time 10/12
10/12 No Class (Fall Break)
10/ 14 Chapter 5 (group time)
10/19 Chapter 6 (group time)
10/21 Chapter 7 (group time)
10/26 Chapter 8- 9
10/28 Chapter 9- 10 (Review)
Take Test Two online before your scheduled class time 11/2
11/2 No class
11/4 Speech workday
11/ 9 Persuasive Speeches
11/ 11 Persuasive Speeches
11/ 16 Persuasive Speeches
11/ 18 Persuasive Speeches
11/23-25 No class
11/30 group workday/ conference
12/2 group workday
12/7 Group speech
12/9 Group speech
Final exam!
Course Schedule
9/21 Finish Speeches
9/23 No Class
9/28 Chapter 2
9/30 Chapter 3
10/ 5 Chapter 4
10/7 Review:--( Persuasive Speech review, final project discussion, and writing assignment)
Take Test online before your scheduled class time 10/12
10/12 No Class (Fall Break)
10/ 14 Chapter 5 (group time)
10/19 Chapter 6 (group time)
10/21 Chapter 7 (group time)
10/26 Chapter 8- 9
10/28 Chapter 9- 10 (Review)
Take Test Two online before your scheduled class time 11/2
11/2 No class
11/4 Speech workday
11/ 9 Persuasive Speeches
11/ 11 Persuasive Speeches
11/ 16 Persuasive Speeches
11/ 18 Persuasive Speeches
11/23-25 No class
11/30 group workday/ conference
12/2 group workday
12/7 Group speech
12/9 Group speech
Final exam!
Thursday, September 16, 2010
Mini- App rubric
Your mini- application papers will be evaluated using the following rubric:
10 pts for presentation:
- At least one minute in length
- Summarize the main ideas emphasizing the concept, situation, and what you learned.
20 pts for narrative (I want to fully understand how you interpret the concept, your situation in which it is being applied, and the connection you've made.)
10 pts for format: APA or MLA with proper documentation (intro- body- conclusion)
10 pts for critical thinking (I want to see a level of deep thought and engagement in which you show that you spent some time pondering and reflecting on this assignment.)
50 total points possible
10 pts for presentation:
- At least one minute in length
- Summarize the main ideas emphasizing the concept, situation, and what you learned.
20 pts for narrative (I want to fully understand how you interpret the concept, your situation in which it is being applied, and the connection you've made.)
10 pts for format: APA or MLA with proper documentation (intro- body- conclusion)
10 pts for critical thinking (I want to see a level of deep thought and engagement in which you show that you spent some time pondering and reflecting on this assignment.)
50 total points possible
Tuesday, September 14, 2010
Revised Speech Order 1:30 pm class
Thursday, Sept. 16th
1. Trisha
2. Lisa
3. John
4. Dasheema
5. Amber
6. Miranda H.
7. Stevie
Tuesday, Sept. 21st
1. Emma
2. Jeremy
3. Alycia
4. Claire
5. Jermaine
1. Trisha
2. Lisa
3. John
4. Dasheema
5. Amber
6. Miranda H.
7. Stevie
Tuesday, Sept. 21st
1. Emma
2. Jeremy
3. Alycia
4. Claire
5. Jermaine
Revised Speech Order 3:00 pm class
Thursday, Sept. 16th
1. Ryan
2. Emmie
3. Wyatt
4. Chris
5. Joe??
6. Matt
7. Jordan (today or Tuesday, be ready today!!)
8. Kelsey (today or Tuesday, be ready today!!)
Tuesday, Sept. 21st
1. Jordan??
2. Kelsey??
3. Olivia
4. CJ
5. Christina
6. Tocarra
7. Chante
8. Sandra
1. Ryan
2. Emmie
3. Wyatt
4. Chris
5. Joe??
6. Matt
7. Jordan (today or Tuesday, be ready today!!)
8. Kelsey (today or Tuesday, be ready today!!)
Tuesday, Sept. 21st
1. Jordan??
2. Kelsey??
3. Olivia
4. CJ
5. Christina
6. Tocarra
7. Chante
8. Sandra
News from class today...
First off, there is a change in the speech schedule. I have extended speeches to next Tuesday, Sept. 21st. We will then move onto Chapter 2 and 3 on Sept. 28th. NOTE!!!!If you are doing a mini app for Chapters 2 or 3, have them in class this day!!!!!! We will then work on the rest of Chapter 3 and Chapter 4 on Thursday, September 30th. Finally, your test over unit one will be online on Tuesday, October 5!!!! Starting Oct.7th, we will move onto Unit 2.
We will discuss the Written Assignment on Thursday, Oct 7th in class and we will discuss the Group Assignment on the 7th as well. This is how the schedule will look:
9/ 21 Speeches
9/23 no class
9/28 Chapters 2 and 3 (have mini- apps for chapter 2 and 3 TODAY!! No late papers will be accepted without proper documentation!!)
9/30 Chapters 3 and 4 (have mini- apps for chapter 3 and 4 TODAY!! No late papers will be accepted without proper documentation!!)
10/5 TEST ONE ONLINE!! DUE BY THE END OF CLASS TIME!!
10/7 UNIT 2: Discussing writing assignment and group assignment
10/12 Chapters 5 and 6 (have mini- apps for chapter 5 and 6 TODAY!! No late papers will be accepted without proper documentation!!)
10/14 Chapters 6 and 7 (have mini- apps for chapter 6 and 7 TODAY!! No late papers will be accepted without proper documentation!!)
10/19 Chapters 7 and 8 (have mini- apps for chapter 7 and 8 TODAY!! No late papers will be accepted without proper documentation!!)
10/21 Speech workday
10/26 Persuasive Speeches
10/28 Persuasive Speeches
11/2 Persuasive Speeches
11/4 Persuasive Speeches: Written assign. due!!
We will discuss the Written Assignment on Thursday, Oct 7th in class and we will discuss the Group Assignment on the 7th as well. This is how the schedule will look:
9/ 21 Speeches
9/23 no class
9/28 Chapters 2 and 3 (have mini- apps for chapter 2 and 3 TODAY!! No late papers will be accepted without proper documentation!!)
9/30 Chapters 3 and 4 (have mini- apps for chapter 3 and 4 TODAY!! No late papers will be accepted without proper documentation!!)
10/5 TEST ONE ONLINE!! DUE BY THE END OF CLASS TIME!!
10/7 UNIT 2: Discussing writing assignment and group assignment
10/12 Chapters 5 and 6 (have mini- apps for chapter 5 and 6 TODAY!! No late papers will be accepted without proper documentation!!)
10/14 Chapters 6 and 7 (have mini- apps for chapter 6 and 7 TODAY!! No late papers will be accepted without proper documentation!!)
10/19 Chapters 7 and 8 (have mini- apps for chapter 7 and 8 TODAY!! No late papers will be accepted without proper documentation!!)
10/21 Speech workday
10/26 Persuasive Speeches
10/28 Persuasive Speeches
11/2 Persuasive Speeches
11/4 Persuasive Speeches: Written assign. due!!
Friday, September 10, 2010
Some thoughts...
Hello all!
First, I want to say that I feel we got off to an okay start with the speeches. Please keep in mind, that this is the first time for many of you to get up in front of a college class and speak. It can definitely be intimidating and make anyone nervous, so give yourself a pat on the back when you complete such a task. It will likely get easier from here on.
I do want to briefly note some of the thoughts I have following this first round. Please make sure to practice your speech and stick to the way you envision it going best you can. Do not go off on tangents because you get the feeling you need to explain more, this is for the question and answer portion. Be concise in your speech, say what is necessary and move on omitting slang and other such language that does not keep you on a professional track. Also, remember that you must cite any source you use both visually and verbally. For instance,if you have an internet image, it must be cited with the address below the image.
Overall, I feel that the speeches are going fine and I designed the overall grading scale so that this speech would not be a huge determinant of you final score in the course. Good Luck and to those that went...breathe a sigh of relief and take in the comments for future speeches.
First, I want to say that I feel we got off to an okay start with the speeches. Please keep in mind, that this is the first time for many of you to get up in front of a college class and speak. It can definitely be intimidating and make anyone nervous, so give yourself a pat on the back when you complete such a task. It will likely get easier from here on.
I do want to briefly note some of the thoughts I have following this first round. Please make sure to practice your speech and stick to the way you envision it going best you can. Do not go off on tangents because you get the feeling you need to explain more, this is for the question and answer portion. Be concise in your speech, say what is necessary and move on omitting slang and other such language that does not keep you on a professional track. Also, remember that you must cite any source you use both visually and verbally. For instance,if you have an internet image, it must be cited with the address below the image.
Overall, I feel that the speeches are going fine and I designed the overall grading scale so that this speech would not be a huge determinant of you final score in the course. Good Luck and to those that went...breathe a sigh of relief and take in the comments for future speeches.
Thursday, September 2, 2010
Peer Preview/ Review
3 persons per group. Each person will audit for a group member and keep time for the other.
Preview:
1. First impressions...
2. Two suggestions to consider...
3. What I am most curious about is...
Review:
1. This is what I heard...
2. This is what I noticed...
3. This is what I wondered...
Preview:
1. First impressions...
2. Two suggestions to consider...
3. What I am most curious about is...
Review:
1. This is what I heard...
2. This is what I noticed...
3. This is what I wondered...
Speech order 1:30- 2:45
Thursday, Sept. 9
1. Robert
2. Timothy
3. Michael
4. Ali
5. Derrick
6. Aisha
7. Brittany
8. Sara
Tuesday, Sept. 14
1. Angie
2. Chaz
3. Chris
4. Sabra
5. Melissa
6. Oscar
7. Miranda J.
8. John
9. Lisa
Thursday, Sept. 16
1. Trisha
2. Dasheema
3. Amber
4. Miranda H.
5. Stevie
6. Emma
7. Jeremy
8. Alycia
9. Claire
10. Jermaine
1. Robert
2. Timothy
3. Michael
4. Ali
5. Derrick
6. Aisha
7. Brittany
8. Sara
Tuesday, Sept. 14
1. Angie
2. Chaz
3. Chris
4. Sabra
5. Melissa
6. Oscar
7. Miranda J.
8. John
9. Lisa
Thursday, Sept. 16
1. Trisha
2. Dasheema
3. Amber
4. Miranda H.
5. Stevie
6. Emma
7. Jeremy
8. Alycia
9. Claire
10. Jermaine
Speech order 3- 4:15
Thursday, Sept. 9
1. Amanda
2. Erika
3. Lauren
4. Aakrit
5.
6.
7.
8. Brittney
Tuesday, Sept. 14
1. Stacy
2. Mark
3. Lucas
4. Kyle B.
5. Ryan
6. Emmie
7. Kyle H.
8. Alex
9. Chris
10. Wyatt
11. Tre'
Thursday, Sept. 16
1. Joe
2. Matt
3. Jordan
4. Kelsey
5. Olivia
6. CJ
7. Christina
8. Tocarra
9. Chante
10. Sandra
1. Amanda
2. Erika
3. Lauren
4. Aakrit
5.
6.
7.
8. Brittney
Tuesday, Sept. 14
1. Stacy
2. Mark
3. Lucas
4. Kyle B.
5. Ryan
6. Emmie
7. Kyle H.
8. Alex
9. Chris
10. Wyatt
11. Tre'
Thursday, Sept. 16
1. Joe
2. Matt
3. Jordan
4. Kelsey
5. Olivia
6. CJ
7. Christina
8. Tocarra
9. Chante
10. Sandra
Notes from class today
Just a few reminders about some things brought up today in class...
1. Make sure to type your final outline!
2. Make sure to include your interview summary on the outline as well as you source (cited correctly)
3. Make sure to cite your sources on the powerpoint as well. You can cite your interview on your powerpoint like this: *interview: name (title)
4. Make sure when you orally cite your source to use their proper name. Introduce them and then use their proper name.
5. You must cite all images and info from the internet that you use in your powerpoint.
6. Your best bet is to put your powerpoint on a flashdrive and bring it in, however, you can also access it from email or other such methods.
1. Make sure to type your final outline!
2. Make sure to include your interview summary on the outline as well as you source (cited correctly)
3. Make sure to cite your sources on the powerpoint as well. You can cite your interview on your powerpoint like this: *interview: name (title)
4. Make sure when you orally cite your source to use their proper name. Introduce them and then use their proper name.
5. You must cite all images and info from the internet that you use in your powerpoint.
6. Your best bet is to put your powerpoint on a flashdrive and bring it in, however, you can also access it from email or other such methods.
Wednesday, September 1, 2010
Informative speech rubric
Informative Speech with Research Evaluation Sheet
Speaker_______________________ Topic_____________________ Time_______
10 Peer preview/ review
Outline:
10 Organization
All parts of the outline are clear yes/no/marginal
10 Content:
Sources: both/ cited (orally)
Presentation of main ideas: logical/ adequate/ confusing
Speech:
5 Introduction
Thesis clear/marginal/not clear/none
Preview of Main Points well organized/weak/none
10 BodyTransitions smooth/adequate/weak or not enough or none
Main ideas well-supported/adequate/weak
Research Citations spoken/none strong/adequate/weak
5 ConclusionSummary strong/adequate/weak/none
Final impression strong/adequate/weak/none
25DeliveryRate normal/fast/slowVolume normal/loud/soft
Eye Contact consistent/sometimes/never
Enthusiasm above average/adequate/lacking/none
Facial Expressions appropriate/average/deadpan
Gestures Natural/mechanical/distracting/lacking/none
Articulation good/adequate/weak
Pronunciation good/adequate/weak
Vocal Pauses None/few/many
Tone/vocal variety appropriate/marginal/monotone
Word choice clear/specific/marginal/inappropriate
Dress/Grooming appropriate/needs improvement/inappropriate
75 Total Score:
Speaker_______________________ Topic_____________________ Time_______
10 Peer preview/ review
Outline:
10 Organization
All parts of the outline are clear yes/no/marginal
10 Content:
Sources: both/ cited (orally)
Presentation of main ideas: logical/ adequate/ confusing
Speech:
5 Introduction
Thesis clear/marginal/not clear/none
Preview of Main Points well organized/weak/none
10 BodyTransitions smooth/adequate/weak or not enough or none
Main ideas well-supported/adequate/weak
Research Citations spoken/none strong/adequate/weak
5 ConclusionSummary strong/adequate/weak/none
Final impression strong/adequate/weak/none
25DeliveryRate normal/fast/slowVolume normal/loud/soft
Eye Contact consistent/sometimes/never
Enthusiasm above average/adequate/lacking/none
Facial Expressions appropriate/average/deadpan
Gestures Natural/mechanical/distracting/lacking/none
Articulation good/adequate/weak
Pronunciation good/adequate/weak
Vocal Pauses None/few/many
Tone/vocal variety appropriate/marginal/monotone
Word choice clear/specific/marginal/inappropriate
Dress/Grooming appropriate/needs improvement/inappropriate
75 Total Score:
Informative Speech summary
Informative Speech: Here's what you need to know...
TYPE SPEECH THAT YOU WILL TURN IN!!!!!
Part One: The Structure
I.Introduction
- thesis
- preview speech
- transition (guide)
II.Body
A. Main Idea #1
1. subpt #1
2. subpt #2
3. subpt #3
transition (guide)
B. Main Idea #2
1. subpt #1
2. subpt #2
3. subpt #3
transition (guide)
C. Main Idea #3
1. subpt #1
2. subpt #2
transition (guide)
III.Conclusion
- summarize main ideas
- restate thesis
- lasting thought
*interview summary --on powerpoint, list: "interview: name (relevance or title)
*cite source (bibliography style)
see: www.owl.english.purdue.edu for assistance
Part Two: The Development
1.Pick a topic
- knowledgeable, experienced; confident
- audience appeal
2.What are your goals? (consider audience)--thesis
3.Create 3 main points with at least two subpts. each
4.Conduct suitable interview
5.Find appropriate source
6.Create outline
- include summarized interview (orally and written)NOTE:USE NAME OF INTERVIEWEE!!!
--who
--why you chose them/how they fit
– what you discussed
- include cited source (orally and written)
7.Create supplementary powerpoint
8.Make note cards on index cards (3 at most, key phrases)
8.Practice, Practice, Practice
9.Dress business casual
Part Three: Presentation
1.Speak clearly
2.Speak at a moderate pace
3.Speak at normal tone, emphasizing key points
4.Focus on and span audience, make eye contact
5.Gesture and move with purpose
6.Stay out from behind computer (helper)
7.Do not slouch, stand up straight!!
8.Try to be conversational
9.It's okay to moderately interact with audience
10.Be energetic and enthusiastic
Part Four: Commonly made errors
1. distracting movement
2. omitting preview, main pts., conclusion, lasting thought
3. slang- "ums" "ers" "casual language"
4. no plan of action: do not visualize speech (practice),
5. unprepared: scattered argument, stay focused
6. messy structure/ organization: powerpoint
7. abrupt conclusions: "that's it" "that's all I got..."
8. inappropriate content/ delivery (gruesome, sexual, illegal, drug, alcohol images and content)
9. lack of audience consideration: familiar/unfamiliar content
TYPE SPEECH THAT YOU WILL TURN IN!!!!!
Part One: The Structure
I.Introduction
- thesis
- preview speech
- transition (guide)
II.Body
A. Main Idea #1
1. subpt #1
2. subpt #2
3. subpt #3
transition (guide)
B. Main Idea #2
1. subpt #1
2. subpt #2
3. subpt #3
transition (guide)
C. Main Idea #3
1. subpt #1
2. subpt #2
transition (guide)
III.Conclusion
- summarize main ideas
- restate thesis
- lasting thought
*interview summary --on powerpoint, list: "interview: name (relevance or title)
*cite source (bibliography style)
see: www.owl.english.purdue.edu for assistance
Part Two: The Development
1.Pick a topic
- knowledgeable, experienced; confident
- audience appeal
2.What are your goals? (consider audience)--thesis
3.Create 3 main points with at least two subpts. each
4.Conduct suitable interview
5.Find appropriate source
6.Create outline
- include summarized interview (orally and written)NOTE:USE NAME OF INTERVIEWEE!!!
--who
--why you chose them/how they fit
– what you discussed
- include cited source (orally and written)
7.Create supplementary powerpoint
8.Make note cards on index cards (3 at most, key phrases)
8.Practice, Practice, Practice
9.Dress business casual
Part Three: Presentation
1.Speak clearly
2.Speak at a moderate pace
3.Speak at normal tone, emphasizing key points
4.Focus on and span audience, make eye contact
5.Gesture and move with purpose
6.Stay out from behind computer (helper)
7.Do not slouch, stand up straight!!
8.Try to be conversational
9.It's okay to moderately interact with audience
10.Be energetic and enthusiastic
Part Four: Commonly made errors
1. distracting movement
2. omitting preview, main pts., conclusion, lasting thought
3. slang- "ums" "ers" "casual language"
4. no plan of action: do not visualize speech (practice),
5. unprepared: scattered argument, stay focused
6. messy structure/ organization: powerpoint
7. abrupt conclusions: "that's it" "that's all I got..."
8. inappropriate content/ delivery (gruesome, sexual, illegal, drug, alcohol images and content)
9. lack of audience consideration: familiar/unfamiliar content
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